Research paper on improving the quality of music classroom teaching in vocational colleges

In various fields, everyone often sees papers. Papers are a means of discussing issues and conducting academic research. . Do you never know where to start when writing a paper? The following are research papers that I have collected to improve the quality of music classroom teaching in vocational colleges. You are welcome to share them.

Research paper on improving the quality of music classroom teaching in vocational colleges Part 1

Abstract:

In the quality education of students in vocational colleges, music education plays an important role in the quality education Occupying an important position, it is not only an integral part of cultural construction, but also one of the important carriers of excellent culture. In the current teaching environment, effectively improving the quality of music teaching in vocational colleges can return the essence of music classroom teaching, so that it can fully play its due role in the process of cultivating talent quality in vocational colleges, and at the same time improve students' aesthetics. The improvement of ability development and the guidance of emotional expression have a positive effect. This article elaborates on the positioning of music classes in vocational colleges, analyzes existing problems in music teaching, proposes corresponding solutions, and gives some personal suggestions for improving the quality of music classroom teaching in vocational colleges.

Keywords:

Vocational colleges; music classes; research on teaching quality

1. Positioning of music classes in vocational colleges

The purpose of music courses in vocational colleges is to cultivate noble artistic sentiments, form a correct artistic outlook, and more importantly, cultivate people's character and quality, so as to benefit people's body and mind. Therefore, appreciation and emotional experience are highly valued in teaching. On the basis of transferring music knowledge to students in the classroom, students can also be allowed to carry out more practical activities. Through the development and participation of practical activities, students can have an in-depth understanding of musical works, so that students can learn by doing and learn by doing. The quality of music education can be greatly improved. On the basis of professional music knowledge, music teachers in vocational colleges should also have high quality and level, create a learning atmosphere for students during the teaching process, and make the music teaching courses vivid and intuitive. Therefore, music teachers should have affinity, appeal, rich humanistic knowledge, good professional ethics and excellent artistic quality. Only in this way can we take on the responsibility of cultivating talents with professional music skills. In the process of music teaching in vocational colleges, music courses should be clearly positioned to cultivate students' ability to appreciate music and experience music.

2. Problems in music teaching in vocational colleges

(1) Quality of teaching materials

Music teaching materials in vocational colleges do not have the same characteristics as talent training Synchronicity, to some extent, has certain constraints on the optimization of music teaching methods. Through research, we found that most vocational schools usually use music professional textbooks. Because they are aimed at professional music systems and talents, they often pay special attention to theoretical knowledge but not enough attention to experience. This cannot be done for the development of music education in vocational schools. effectively act as a catalyst. Because students trained in vocational colleges have diversified employment characteristics, the lack of practicality of music teaching materials will lead to the unsystematic and scientific development of music classes in vocational colleges. In addition, in the process of music teaching in some vocational colleges, music teachers can make independent choices of music teaching materials, giving teachers greater autonomy in decision-making. Because under the influence of subjective and objective conditions, some music teachers do not have sufficient ability to identify the advantages and disadvantages of teaching materials, and only choose teaching materials based on their own hobbies or their own experience. In this way, biased situations will occur. The foundation of teaching is teaching materials. If there are no high-quality teaching materials, it will easily lead to a disconnect or deviation between the purpose of music teaching and the actual needs of students. If only the previous teaching model and teaching content are retained, it will not enable students to learn music today. Needs are met.

Based on this, music education personnel in vocational colleges should assist students in comprehensively establishing music education goals based on the characteristics of the students in the colleges and the specific needs of current teaching. The well-positioned music teaching materials make them different from the music teaching materials in other colleges and universities. This kind of innovation of the music teaching model based on the teaching content can fully express the uniqueness of music education in vocational colleges.

(2) The teaching method is relatively simple

Based on relevant surveys, it is found that the current vocational colleges still retain the teacher-led and indoctrination education model in the music classroom teaching process. The main characteristic of this education model is that it pays too much attention to knowledge and concept education, but ignores students' own feelings. This model is contradictory to the essence of music education, and it plays a relatively obstructive role in the guidance of students' artistic sentiments. In recent years, education in our country has been qualitatively improved. Previous teaching models have been gradually abandoned by most educational institutions, and various teaching methods have been widely used. It is inevitable for future development to replace the previous teaching models. trend. However, as far as the current teaching environment is concerned, most vocational colleges still use the simple teaching methods in the past when conducting music classes. From the perspective of investment in music teaching equipment, most vocational colleges invest less in music equipment, resulting in the implementation of music education being affected by many factors. Due to the influence of different factors such as the lack of completeness of music education content and low investment in facilities, vocational colleges face many difficulties in the innovation of music teaching. Music education is different from other subjects. To a certain extent, music is an art that focuses on hearing. In the education process, it requires an emotional relationship between teachers and students and the works. If the music teacher only instills simple music knowledge into students and does not pay attention to the guidance of students to independently appreciate and experience the beauty of music, and does not pay attention to the teaching model, it will reduce students' aesthetic ability and experience of music, and reduce students' enthusiasm for learning. Keep getting lower.

(3) Curriculum construction lacks influence

In terms of music courses, most vocational colleges use music as an elective course, and the content of the elective course is mainly about music independence. appreciate. Because the school does not have corresponding mandatory requirements for the curriculum, most students feel that music courses are not an important subject, and music electives are only decided based on their own hobbies. The lack of external motivation will have a negative impact on students' learning abilities. Not only that, when carrying out elective course education-related activities, teachers usually do not have very strict requirements for students, do not pay attention to whether students are taking music classes, and lack certain clarity in teaching goals and teaching plans. Some teachers even choose the teaching materials used in music courses at will, and whether students learn depends entirely on their personal preferences. It can be seen from this that due to the lack of music curriculum construction, there is great irrationality in teacher construction, classroom standards, classroom resource construction, etc., resulting in the phenomenon of whether people can learn or not in music education, which promotes the professional development of music education. The due effect of quality training in colleges and universities cannot be fully exerted.

(4) Outdated teaching model

Currently, in the teaching of music courses in vocational colleges, there are different problems such as lack of teaching materials, old models, etc., and the music level of each student varies. When music education is carried out, more attention should be paid to teaching students in accordance with their aptitude. This requires music teachers to continuously optimize their educational methods to ensure their diversity, so that the classroom atmosphere can be fully mobilized during the course. For example, a layered teaching method can be used in music classes to meet the different needs of each student for music.

This requires teachers to fully integrate these uncertain factors in teaching and make corresponding adjustments. For example: when students have different receptive abilities, the teacher's focus in teaching should also vary from person to person. For students with strong receptive abilities, they can be guided to understand the connotation of music in depth; for classes with high interest in learning, You can design teaching sessions that suit the characteristics of the class before class; when facing classes with a slightly lower musical experience, you should find ways to increase their interest in learning, and you can design some interesting basic music games, etc. To sum up, no matter which teaching method is chosen, the one that is most effective and efficient is the one that is most suitable for students’ characteristics. Only in this way can the effectiveness of music teaching be improved. Finally, music subjects require students to have a holistic feel. Based on this requirement, teachers should use a variety of teaching models as much as possible to complete comprehensive teaching during the teaching process. For example, use multimedia tools, Internet technology, simulation methods, etc. Using advanced science and technology and using different forms of expression to present musical works in front of students can enable students to understand the charm of music through intuitive feelings, thereby improving the efficiency of music classroom teaching. Not only that, its diversified forms of expression can stimulate students' interest in learning from multiple angles. Therefore, fundamentally speaking, advanced science and technology can promote continuous innovation in music teaching.

(3) Standardizing the Construction of Music Curriculum

The teaching rules of music class are different from those of other subjects. For example, it is necessary to focus on students’ inner feelings and the transmission of inner emotions. However, in The vigorous promotion of music courses in vocational colleges is a new initiative in recent years. Based on relevant survey results, the content of music courses in many vocational colleges is relatively simple, and the music teaching itself is relatively lacking in characteristics. Mainly reflected in the following points: The school's music teaching model is no different from other disciplines. It does not combine music teaching with the campus's own professional characteristics, thereby producing its own music teaching model with outstanding characteristics. In the process of teaching practice, the planning of teaching objectives and the preparation of course content are ignored, causing teachers to face greater difficulties in the process of teaching practice. At the same time, teachers' own factors also play an important role, and they adjust or change teaching content independently, causing a serious decline in students' learning efficiency when participating in music classes. Therefore, at the current stage, it is crucial to form a standard music classroom education model and music education and teaching innovation.

(4) Cultivate students’ independent practical ability

Compared with other subjects, music has a more significant regulating effect on the classroom atmosphere, mainly because teachers can conduct dynamic teaching during the music teaching process. The most direct way to express art is music. Teachers can organize students to perform campus dance performances before classroom teaching as a means of introducing new lessons to make the classroom atmosphere more active. Because this type of teaching model has a sense of freshness, it can It is widely recognized by students and stimulates their interest in learning. The teacher can arrange for the students to sing the most touching or shocking line from their favorite songs during the subsequent classroom teaching. The teacher needs to be the best listener during this process and can use appropriate language to educate the students. Be encouraging. In this way, it can not only train students' self-expression ability, but also cultivate students' enterprising spirit and make the classroom atmosphere more positive and active, thereby stimulating students' enthusiasm for learning music knowledge and ultimately achieving the purpose of improving teaching quality. In addition, students can be allowed to participate in "lectures". Here "lecturing" refers to the teacher's use of classroom teaching to encourage students to express their own feelings and express their understanding of music and feelings after appreciating music like the teacher. This can not only Making the classroom atmosphere more lively and interesting can also exercise students' logical thinking, cultivate students' practical skills, and enable them to have full musical emotional experience and desire for musical expression. Research Paper on Improving the Quality of Music Classroom Teaching in Vocational Colleges Part 2

For many years, the teaching concepts and class formats of vocal music classes in secondary vocational preschool education majors have lagged behind and have been criticized by many parties. This article will proceed from reality and start from the shortcomings discovered in teaching practice to truly solve the problems of vocal music teaching in traditional secondary vocational preschool education.

1 Analysis of problems existing in the teaching of high school vocational vocal music courses

This article takes the technical secondary school affiliated to Zhanjiang Open University - Zhanjiang Finance Vocational and Technical School as an example. The main problems that arise during practice are As follows:

1.1 The students are mixed, and the students are shy and introverted

Most of the students in our school (Zhanjiang Open University Affiliated Technical School-Zhanjiang Finance Vocational and Technical School) come from various counties and districts in Zhanjiang The characteristics of rural students are that they are young, mentally immature, do not like learning or working, and are out of touch with life practice. Faced with the teaching of unfamiliar singing skills, students generally dare not open their mouths to sing. This vicious cycle can easily lead to students' learned helplessness, resulting in little effect in vocal music teaching.

1.2 Students have unclear concepts and cannot evaluate themselves

Extroverted students like to sing, but they do not master the correct concept of sound and cannot distinguish which sound is correct and which sound is correct. This kind of sound is wrong, and it is often shallow, white, and roaring when you open your mouth. Once wrong habits are developed over time, they will not only set up many obstacles to vocal music learning, but also cause irreversible damage to one's own vocal organs.

1.3 Curriculum settings work alone, without linkage with professional skills

Vocal music class settings have not been linked with other courses for a long time and are divorced from reality. For example, there is no music theory to support students in reading music and singing. Poor musical composition ability; students can only sing without accompaniment, or do not incorporate early childhood dance. The form of skills education students receive is relatively sluggish, which is very different from the direction of cultivating talents in preschool education majors.

1.4 Lack of display platform, students lack of exercise

In practice, it has been found that vocal music teaching has always been "teaching" and "learning", and there is a lack of relevant platforms for students to have the opportunity to display. Healthy competition promotes the formation of a good academic style and conflicts with the teaching philosophy of "learning by doing, learning by doing" in cultivating talents in secondary vocational schools.

2 Strategies to Improve the Quality of Vocal Music Teaching in Secondary Vocational Schools

Due to objective reasons such as the source of secondary vocational students and school hardware, achieving an excellent academic style of freedom and independence in higher education campuses cannot be achieved overnight. . To improve the teaching quality of vocal music classes in secondary vocational schools, we must seek truth from facts and start from the actual situation. Based on this, I made thoughts and proposed the following solutions:

2.1 Improve students’ self-confidence horizontally and vertically, and create situations Liberate students' nature

(1) Faced with introverted and shy students who are evaluated as having low learning ability, teachers should make timely formative evaluations during vocal music teaching, including voice conditions, vocal techniques, singing emotions, etc. Vertical performance and recognition of students’ learning effects. Improve students' sense of self-efficacy and be confident every time they learn and sing. Classroom teaching can get twice the result with half the effort.

(2) In addition to professional teaching, students’ performances in class can be highly evaluated horizontally, such as timely model singing, sense of rhythm when singing along, etc. According to the Rosenthal effect, students are constantly motivated, suggesting that students can become the talents that everyone expects. In an environment where they have not been taken seriously for a long time, students tend to have a lower evaluation of themselves. In an environment full of appreciation, students are easily inspired and encouraged to work in a better direction, act more and more actively, and ultimately achieve better results.

(3) In order for introverted and shy students to learn vocal music in a relaxed manner, training to liberate their nature is essential. The so-called liberation of nature is a basic training in the acting profession, which enables actors to express their subconscious without hindrance when facing the audience on stage. The most favorite thing to do when people are young is to play. Playing is a suppressed nature of people. Playing makes people relax and release their restraints. Therefore, "playing" is the most commonly used method in my teaching practice. For example, one student "looks in the mirror" and another student observes and imitates; animals in various states are provided for students to imitate, such as a lazy lion. , Naughty Monkey and more. Liberating nature training can not only release students' suppressed learning state, but can also be combined with kindergarten teaching simulation, which can be said to have many benefits.

2. 2 Help students establish the correct concept of sound

In order for students to sing beautiful songs, they must establish the correct concept of sound.

Through scientific teaching, students can find comfortable and correct sounds, remember the state of the surrounding muscles when making sounds, and have a specific concept before opening their mouths to sing; students can distinguish wrong sounds and analyze the causes. To achieve the above two points, the requirements for teachers’ professional level are relatively high, as follows:

(1) Teachers themselves must master the specific introduction and analysis of vocal organs, and convert abstract concepts into concrete

(2) Ability to listen to and identify students’ mistakes in various force movements, correct them in accordance with students’ aptitude, and be able to open a lock with one key.

2.3 Multi-course linkage to cultivate students’ comprehensiveness

Multi-course linkage is of great significance. Due to work needs, preschool teachers need to master skills such as sight-reading improvisation and singing, and children’s singing and dancing creations. . To master the above skills, the setting of vocal music classes must be innovative, focusing on singing, supplemented by improvisational accompaniment and children's dance accompaniment, and establishing multi-course linkage to make it a mechanism.

(1) During vocal music teaching, dance teachers are invited to conduct targeted training for students in combination with facial expressions, performance movements and other forms; when singing children's songs, students are required to work in groups to create simple dance movements for children. , the dance teacher will provide immediate feedback and modifications.

(2) Combine music theory and piano lessons and introduce improvisational accompaniment teaching, so that students can add simple improvisational accompaniment when singing songs, increase the fun and sense of achievement in vocal music learning, and effectively achieve the integration of multiple courses .

2.4 Establish a display platform mechanism to promote teaching with projects

Traditional vocal music teaching only completes basic skills training, work teaching, and singing in collective classes. Excellent students have no sense of accomplishment and lag behind Students lack exercise, so it is particularly important to establish a display platform mechanism. Under the coordination and organization of several preschool education teachers, the school regularly carries out preschool education professional singing skills competitions, teacher-student concerts and other display platforms, using competitions to promote teaching and performance to promote teaching, which can not only train students' public singing mentality, but also provide School competitions and performances select outstanding talents. In the future, students will also be able to find jobs with honors and experience. It can be said that they serve multiple purposes with one stone.

In summary, in order to improve the quality of vocal music classes in secondary vocational schools, we must proceed step by step, adapt to the teaching rules of the student body in the new classroom reform, and continue to explore in future teaching, and do everything possible to make it The learning of vocal music lessons should be "interesting, effective and useful". ;